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The Special Needs Coordinator as Teacher and Manager
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The Special Needs Coordinator as Teacher and Manager

A Guide for Practitioners and Trainers

The Special Needs Coordinator as Teacher and Manager

A Guide for Practitioners and Trainers

ByFrances Jones, Kevin Jones, Christine Szwed
Edition 1st Edition
First Published 2001
eBook Published 19 December 2013
Pub. location London
Imprint David Fulton Publishers
DOIhttps://doi.org/10.4324/9781315069036
Pages 144 pages
eBook ISBN 9781134124909
SubjectsEducation
Get Citation

Get Citation

Jones, F., Jones, K., Szwed, C. (2001). The Special Needs Coordinator as Teacher and Manager. London: David Fulton Publishers, https://doi.org/10.4324/9781315069036
ABOUT THIS BOOK

This text reflects the shift in the SENCO's role from SEN teacher to manager. Written within the context of the most recent government initiatives, it can be used by both special-needs coordinators and by special-educational-needs trainers and advisory staff. In two parts, it explores the range of skills required for the role of special needs coordinator and offers information and advice to develop those skills. Practical activities enable the user to monitor and evaluate special-needs provision in their own school and to implement a structured process of change in partnership with all those involved in meeting special educational needs.

TABLE OF CONTENTS
part |1 pages
PART ONE: Managing learning
View abstract
chapter 1|11 pages
The role of the SEN CO
View abstract
chapter 2|12 pages
Planning for special needs
View abstract
chapter 3|10 pages
Teaching and learning
View abstract
chapter 4|10 pages
Supporting progress in literacy
View abstract
part |2 pages
PART TWO: Managing people
chapter 5|12 pages
Managing pupil behaviour
View abstract
chapter 6|9 pages
Communication skills - giving and receiving information
View abstract
chapter 7|8 pages
Communication skills - influencing others
View abstract
chapter 8|7 pages
Communication skills - making presentations
View abstract
chapter 9|10 pages
Monitoring and evaluation
View abstract

This text reflects the shift in the SENCO's role from SEN teacher to manager. Written within the context of the most recent government initiatives, it can be used by both special-needs coordinators and by special-educational-needs trainers and advisory staff. In two parts, it explores the range of skills required for the role of special needs coordinator and offers information and advice to develop those skills. Practical activities enable the user to monitor and evaluate special-needs provision in their own school and to implement a structured process of change in partnership with all those involved in meeting special educational needs.

TABLE OF CONTENTS
part |1 pages
PART ONE: Managing learning
View abstract
chapter 1|11 pages
The role of the SEN CO
View abstract
chapter 2|12 pages
Planning for special needs
View abstract
chapter 3|10 pages
Teaching and learning
View abstract
chapter 4|10 pages
Supporting progress in literacy
View abstract
part |2 pages
PART TWO: Managing people
chapter 5|12 pages
Managing pupil behaviour
View abstract
chapter 6|9 pages
Communication skills - giving and receiving information
View abstract
chapter 7|8 pages
Communication skills - influencing others
View abstract
chapter 8|7 pages
Communication skills - making presentations
View abstract
chapter 9|10 pages
Monitoring and evaluation
View abstract
CONTENTS
ABOUT THIS BOOK

This text reflects the shift in the SENCO's role from SEN teacher to manager. Written within the context of the most recent government initiatives, it can be used by both special-needs coordinators and by special-educational-needs trainers and advisory staff. In two parts, it explores the range of skills required for the role of special needs coordinator and offers information and advice to develop those skills. Practical activities enable the user to monitor and evaluate special-needs provision in their own school and to implement a structured process of change in partnership with all those involved in meeting special educational needs.

TABLE OF CONTENTS
part |1 pages
PART ONE: Managing learning
View abstract
chapter 1|11 pages
The role of the SEN CO
View abstract
chapter 2|12 pages
Planning for special needs
View abstract
chapter 3|10 pages
Teaching and learning
View abstract
chapter 4|10 pages
Supporting progress in literacy
View abstract
part |2 pages
PART TWO: Managing people
chapter 5|12 pages
Managing pupil behaviour
View abstract
chapter 6|9 pages
Communication skills - giving and receiving information
View abstract
chapter 7|8 pages
Communication skills - influencing others
View abstract
chapter 8|7 pages
Communication skills - making presentations
View abstract
chapter 9|10 pages
Monitoring and evaluation
View abstract

This text reflects the shift in the SENCO's role from SEN teacher to manager. Written within the context of the most recent government initiatives, it can be used by both special-needs coordinators and by special-educational-needs trainers and advisory staff. In two parts, it explores the range of skills required for the role of special needs coordinator and offers information and advice to develop those skills. Practical activities enable the user to monitor and evaluate special-needs provision in their own school and to implement a structured process of change in partnership with all those involved in meeting special educational needs.

TABLE OF CONTENTS
part |1 pages
PART ONE: Managing learning
View abstract
chapter 1|11 pages
The role of the SEN CO
View abstract
chapter 2|12 pages
Planning for special needs
View abstract
chapter 3|10 pages
Teaching and learning
View abstract
chapter 4|10 pages
Supporting progress in literacy
View abstract
part |2 pages
PART TWO: Managing people
chapter 5|12 pages
Managing pupil behaviour
View abstract
chapter 6|9 pages
Communication skills - giving and receiving information
View abstract
chapter 7|8 pages
Communication skills - influencing others
View abstract
chapter 8|7 pages
Communication skills - making presentations
View abstract
chapter 9|10 pages
Monitoring and evaluation
View abstract
ABOUT THIS BOOK
ABOUT THIS BOOK

This text reflects the shift in the SENCO's role from SEN teacher to manager. Written within the context of the most recent government initiatives, it can be used by both special-needs coordinators and by special-educational-needs trainers and advisory staff. In two parts, it explores the range of skills required for the role of special needs coordinator and offers information and advice to develop those skills. Practical activities enable the user to monitor and evaluate special-needs provision in their own school and to implement a structured process of change in partnership with all those involved in meeting special educational needs.

TABLE OF CONTENTS
part |1 pages
PART ONE: Managing learning
View abstract
chapter 1|11 pages
The role of the SEN CO
View abstract
chapter 2|12 pages
Planning for special needs
View abstract
chapter 3|10 pages
Teaching and learning
View abstract
chapter 4|10 pages
Supporting progress in literacy
View abstract
part |2 pages
PART TWO: Managing people
chapter 5|12 pages
Managing pupil behaviour
View abstract
chapter 6|9 pages
Communication skills - giving and receiving information
View abstract
chapter 7|8 pages
Communication skills - influencing others
View abstract
chapter 8|7 pages
Communication skills - making presentations
View abstract
chapter 9|10 pages
Monitoring and evaluation
View abstract

This text reflects the shift in the SENCO's role from SEN teacher to manager. Written within the context of the most recent government initiatives, it can be used by both special-needs coordinators and by special-educational-needs trainers and advisory staff. In two parts, it explores the range of skills required for the role of special needs coordinator and offers information and advice to develop those skills. Practical activities enable the user to monitor and evaluate special-needs provision in their own school and to implement a structured process of change in partnership with all those involved in meeting special educational needs.

TABLE OF CONTENTS
part |1 pages
PART ONE: Managing learning
View abstract
chapter 1|11 pages
The role of the SEN CO
View abstract
chapter 2|12 pages
Planning for special needs
View abstract
chapter 3|10 pages
Teaching and learning
View abstract
chapter 4|10 pages
Supporting progress in literacy
View abstract
part |2 pages
PART TWO: Managing people
chapter 5|12 pages
Managing pupil behaviour
View abstract
chapter 6|9 pages
Communication skills - giving and receiving information
View abstract
chapter 7|8 pages
Communication skills - influencing others
View abstract
chapter 8|7 pages
Communication skills - making presentations
View abstract
chapter 9|10 pages
Monitoring and evaluation
View abstract
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